Transcript Document

Welcome
Gifted and Talented Education
Parent Information Night
Spring 2006
What is the Mission of GT
Education?
• nurture potential of students
• challenge those with advanced
learning capabilities
• address the needs of gifted
learners across all populations
The GT Education Program serves
students who, when compared
with others of their age,
experience or environment,
demonstrate high potential or
performance in the areas of art,
English/language arts,
mathematics,
science or social studies.
Students with advanced
learning capabilities
require learning
experiences beyond the
standard curriculum.
The Goal of GT Education
Enhance students capabilities to develop
the learning and thinking characteristics of
experts:
•advanced content knowledge
•organized around key ideas and principles
•applied meaningfully in problem solving
Board Policy 6135
Every student in Baltimore County Public
Schools K-12 who gives evidence of high
achievement capabilities should have
access to high quality gifted and talented
educational services regardless of that
student’s race/ethnicity, gender, socioeconomic status, geographic location,
primary language or disability.
What are the
Characteristics of
Gifted Learners?
All students may demonstrate
gifted behaviors in varying
degrees. It is a matter of the
complexity, frequency, and
intensity of the demonstrated
behaviors that determines
whether students require
differentiated instruction in
Gifted and Talented Education.
1. Has advanced oral and/or written
language skills; expressive language
2. Makes unique connections; understands
systems; sees the "big picture"
3. Asks many questions; seeks in-depth
information
4. Is nonconforming; risk-taking;
independent
5. Has broad and varied interests, at
times, simultaneously
6. Is resourceful at finding unique solutions
7. Exhibits keen powers of observation; is
highly sensitive and insightful
8. Has intense and sustained interests;
transfers learning to new situations
9. Exhibits an early moral concern; is
empathetic
10. Makes nontraditional responses and/or
products
Highly Able -or- Gifted Behaviors?
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Knows answers
Shows interest
Is attentive and alert
Works hard
Answers the question
Listens and follows directions
Needs a few repetitions for
mastery
Comprehends ideas
Enjoys peers
Completes assignments
Absorbs ideas and information
Copies accurately
Is a technician
Memorizes
Prefers straightforward
sequential presentation
Is pleased with learning
accomplishments
Accepts teachers’ standards
for excellence
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Asks questions
Is highly curious
Is keenly observant & involved
Plays around, yet tests well
Elaborates; discusses exceptions
Reacts – strong feelings and opinions
Needs little or no repetitions for
mastery
Constructs abstractions; seeks
relationships
Seeks adult involvement
Initiates projects
Explores and manipulates ideas
Creates and transforms
Is an inventor
Takes risks and guesses
Thrives on complexity
Is highly self-critical and
perfectionistic
Sets own goals for learning
Concept
-Based
What is the GT Education
Curriculum?
Advanced
Content
Process/
Product
GT Curriculum Enrichment
and Acceleration
Provides research-based differentiated
curricula to meet the needs of students
who demonstrate advanced learning
capabilities, K-12
– Content Enrichment
– Accelerated Pacing
– Advanced-level Research
– Exploration of complex ideas and
concepts
– Opportunities to work with others of
like ability
What are the current curricula for GT Education?
Elementary School
Reading/Language Arts
Math
PACE
Language Arts
PACE
Mathematics
Primary Talent Development – a set of diagnostic and prescriptive
interdisciplinary modules that engage all students in rich openended tasks
Grade 1
PACE
Language Arts
PACE
Mathematics
Primary Talent Development
Grade 2
PACE
Language Arts
PACE
Mathematics
Primary Talent Development
Grade 3
Compacted Houghton
Mifflin; Accelerated
PACE
Mathematics
K
Concept-based literature
Grade 4
Compacted Houghton
Mifflin; Accelerated
Grade 4 & 5 Essential
Curriculum Compacted
Concept-based literature
Primary Talent Development
Science
Social Studies
Safe Racer
Gr. 3 Guide. Pp. 23-31
Unit VI Summative, Written
Clues About the Past
Interrelationship of Systems
Online research modules:
Oh, Starry Night
Save the Crabs
Interrelationship of Systems
Concept Development Lessons
STEM Fair
Grade 5
Compacted Houghton
Mifflin; Accelerated
Concept-based literature
Passport to Mathematics
Online research module:
Circulatory Circles
STEM Fair
Online research module:
Maryland Patriots and
Loyalists
What are the current curricula for GT Education?
Middle School
Grade 6
Grade 7
Grade 8
GT English
Math
Science
Social Studies
Thematic
Approach
Transition
Mathematics
INQUIRY
GT World Cultures & Anthropology
ANTHROPOLOGY
Thematic,
Cultural, or
Genre
Approach
GT Algebra I
Historical,
Thematic, or
Modal
Approach
GT Algebra II
Human Growth &
Development,
Electricity & Magnetism,
Hydrosphere &
Atmosphere
Human Systems,
Diversity of Life,
Waves and Rays,
Astronomy, Skills &
Processes
Environmental
Science, Dynamic
Earth, Chemistry
Latin America, South Asia
and East Asia
GT World Cultures
HISTORY
Africa, Middle East, Europe,
Central Eurasia
America’s Past
ORAL HISTORY
What are the current curricula for GT Education?
High School
English
Math
Science
Social Studies
Grade 9
Foundations of
Western
Literature
Geometry
Biology
American Government
Grade 10
Theme of
Identity in World
Literature
Pre-calculus:
Functions and
Graphs
Chemistry
World History
Grade 11
AP/GT
Composition
American
Writers
AP Calculus I and
II
Physics
AP
U.S. History
Grade 12
AP/GT
Literature:
British
Literature
AP Calculus III
Advanced Science
Courses
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AP Sciences
AP Economics and
Public Issues
GT Social Studies
How are Students Referred
for GT Education?
The Talent Search
• Beginning in kindergarten, teachers
nurture and challenge gifted learning
behaviors in all students.
• Primary Talent Development
documents the development of
advanced learning characteristics.
Primary Talent Development
Behavioral Characteristics
• Perceptive
• Inquisitive
• Communicative
• Creative
• Resourceful
• Leadership
• Persistent
These behaviors are the foundation of all learning.
The GT Education
Referral and Review Team
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Administrator
Teachers (K-5)
School counselor
Special area teacher
Facilitator for GT Education
How are students referred?
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Teacher recommendation
Parent recommendation
Test scores
Talent Development Programs
Self nomination (secondary ed)
Documentation may include:
•student achievement (reports card grades)
•observation checklists
•learning/motivation/creativity scales
•standardized test scores
•student-initiated performances/projects
•portfolio/structured performance tasks
•interview
•audition
• Referral and review is an ongoing
process, K - 12.
• A school-based Referral and Review
Team analyzes student performance data
to select appropriate programs and/or
services to meet student needs
• No single individual or factor determines
the student’s placement.
• Parents are notified of student placement
in the GT Education program.
• Parents are notified of changes in
program recommendations.
• Multiple sources of student data
are collected
– teacher checklist, anecdotal records,
parent checklist, student interview or
subject specific checklist
– grades, standardized test, honors and
awards
• Data is compiled on the Student
Profile.
The Student Profile
• At least 4 pieces of data are collected from
3 data source areas:
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Learning Characteristics
Achievement Measures
Structured Performances
Student-Initiated Performances
• The Referral and Review Team records
evidence of advanced learning capabilities.
• Recommendations are made on the basis of
the evidence.
Program Recommendation
Options
• GT Education
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English/Reading
Mathematics
Science
Social Studies
Art (Middle School or High School)
• Diagnostic GT Placement
• Monitor Progress
• Essential Curriculum
Diagnostic Placement?
• Profile shows conflicting data: Very
Strong criteria countered by Not
Observed in other areas.
• GT placement is for a specific time
period.
• Student is reassessed at the end of
the term and definitive placement is
made.
What is the timeline for
Referral and Review?
End of Grade 2
K-2
Data Collection
Refer students to GT Referral
and Review Team for
participation in Grade 3 GT
Reading, Math, Science and/or
Social Studies curriculum
End of Grades 5 and 8
Grades 3-8
Data Collection
Screen new students and
review progress of current
students to make
recommendations for
appropriate GT services in
Grade 6 or Grade 9
How do students transition to the
next level of GT Education?
Fall
Spring
by April
28
Middle and High Schools meet with feeder
schools to share GT program information
and expectations for student performance.
Middle and High Schools meet with
feeder schools to discuss GT
recommendations for students entering
Grade 6 and Grade 9.
The feeder school informs Grade 5 & 8
parents regarding student placement in
GT education for the next year.
Middle School Expectations
• Students are consistently working above
grade level in area of identification
• Students have had the opportunity to
develop independent research skills
• Students identified for Math have
completed the Passports level 6 program
and have scored at least 80% on the
functional math practice test.
How can I support
Gifted and Talented Education?
Advocacy Groups
Citizens’ Advisory Committee for Gifted Education (CAC)
c/o Baltimore County Public Schools
6901 Charles Street, Towson, Maryland 21204
Telephone: 410-887-4330
Maryland Coalition for Gifted and Talented Education
(MCGATE)
6401 Old Chapel Terrace, Bowie, Maryland 20720
Telephone: 301-262-9551
E-mail: [email protected]
National Association for Gifted Children (NAGC)
1707 L Street NW, Suite 550, Washington, DC 20036
Telephone: 202-785-4268
Website: http://www.nagc.org
Baltimore County
Public Schools
Office of Gifted and Talented
Education and Magnet
Programs
410-887-4330